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Volume 5 Number 2 February 2019

Using Podcasts to Change Learners’ Attitudes and Beliefs in Learning / Teaching English as a Second Language: A Case Study in Secondary Education in Greece


Authors: Stamatina Nikolou ; Maria Darra
Pages: 42-48
DOI: doi.org/10.32861/rje.52.42.48
Abstract
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out with a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned to the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English, and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent, and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.

The Virtual Teaching Material Driving the Meaningful Learning of Engineering Students in Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato Del Instituto Politécnico Nacional


Authors: Yazpik Hernández Vargas ; Angélica Beatriz Raya Rangel ; María Eugenia Santana Bastida
Pages: 37-41
DOI: doi.org/10.32861/rje.52.37.41
Abstract
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.

Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students


Authors: Sanaa Mohammed Khudhair
Pages: 25-36
DOI: doi.org/10.32861/rje.52.25.36
Abstract
This study aims to recognize effectiveness of teaching methods in primary school in English. The researcher used the numbered heads together strategy  as an effective method in education skills. The researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school, Fifth class. The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by (age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools.  At the end of this study, the researcher presented some recommendations. These recommendations focus on paying more attention to the learning strategies that used to improve the educational process. Moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.

The Impact of Using Blogs on the Development of Critical Thinking Skills among Learners of the Faculty of Education: An Arabic Language Course Case Study at Middle East University


Authors: Dr. Khalida Abdul Rahman Shatat ; Dr. Hamzeh Abdel Fattah Al-Assaf
Pages: 15-24
DOI: doi.org/10.32861/rje.52.15.24
Abstract
The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in an Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions, and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding the Recognition of the Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation, and inference skills in favor of the post-evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.